The Houston Rockets’ basketball season ended this week with a devastating playoff loss to the Golden State Warriors. Shortly after the game ended, a headline appeared on espn.com: “Rockets’ season ends and the truth comes out.”[1] Not that this was exactly news to those who follow professional basketball.[2]

James Harden stated: “the season from the beginning wasn’t going our way. We had too many distractions, a bumpy road this entire season.” Jason Terry added: “You will be faced with all types of adversities and how you come through those is a sign of the type of team you have. Our team was just not strong enough mentally to get through those adversities and learn.”

I would hope that every player and every team in the NBA has the goal to win a championship at the beginning of each season, even if that isn’t realistic. Each player performs at an elite level, although they are not all equal. All have their strengths and weaknesses.

So why is it that a common desire is not enough to win a championship?

Jason Terry opined: “We just didn’t have the chemistry needed. It’s one thing to put the pieces together on paper, but it has to be a tight-knit bond with a group of guys to do something special, and our group just didn’t have that this year.”

What does it take to build a championship team? And what can leaders learn from professional sports to build their teams into champions?

I believe that there are four points to consider.

1. Communication. A team cannot function without effective communication. Roles, responsibilities and expectations must be clearly communicated. Team members must be alert to notice changes that are conveyed when plans need to change quickly, and then respond.

An effective team must be on the same page as they work, or chaos will result.

2. Cooperation. It should go without saying that there should be a spirit of cooperation on a team. Without cooperation, there is no team. Team members require a certain degree of flexibility in order to work together. They should “check their egos at the door” and sacrifice certain personal rewards for the good of the team.

3. Cohesiveness. A team without unity is not a team. It is just a collection of individuals pretending to work together.

There ought to be a feeling of collegiality on the team. That doesn’t mean that you and your committee chair have to be best friends: but you should be friends. Respect and camaraderie are vital ingredients to a functioning team. This is what provides the “chemistry” that produces synergistic results.

4. Selflessness. It’s not all about me. It’s about accomplishing our mission together.

We should evaluate the strengths and weaknesses of each team member and take advantage of individual strengths in order to minimize any team weaknesses.

One teammate might be good at everything, but he can’t do it all. A team plays to the strengths of each member. As a team, we share the load. You have to pass the ball. Sometimes you shoot; sometimes you set a screen.

And all team members should be flexible enough to step up their game when another team member is having a bad day.

A typical basketball team consists of five starters, with seven more on the bench, some of whom rarely see any action. But every member can make contributions within their roles. The results of their efforts can be seen in box scores and standings each day.

In your organization, there will be various teams, normally ranging in size from three to twelve people. Each team has a designated mission to perform within the organization and the results of their efforts may not be immediately evident. However, their degree of achievement will contribute to your ultimate level of success.

A motivated leader will keep these principles in mind, whether he or she leads a team of three, five, or many more.

A good leader sees beyond the common purpose or goal, and works to build strong teams to create desired results.

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Special thanks go to Jerry Lomenick, one of my coaches, for sharing his ideas on teamwork.

Leaders and aspiring leaders learn to value (and protect) their schedules. An organized schedule is an important tool for any leader.

But all too often we find that even with the best scheduling systems and gatekeepers, things get in the way. Even if you use the Covey/Eisenhower matrix[1] to good advantage and seem to live your business life in Quadrant Two, stuff happens to slow you down.

Unless you lead from an ivory tower, you have certainly had one of those days when organizational distractions take over and your productivity suffers.

I’m not going to address the distractions that come from within your organization: that’s another topic for another day. I’m talking about the external distractions that pop up during the day, even in the ivory tower. The thoughts of home, worries about your kids, or the song on the radio that brings back memories or makes you wonder “who is the artist that did that?”

I’m talking about those distractions. I believe that these can wreak havoc with our productivity. Particularly if you work in a creative field.

I am a naturally curious person. I have spent many enjoyable hours pursuing topics that pique my interest. I did this pre-internet, and access to the web only made it worse. Recently, some of those have even stimulated blog posts. I have gained knowledge about many interesting things. In fact, a coworker calls me a “veritable fountain of useless information,” and I consider that a compliment. But these intellectual journeys have probably not furthered my career, and they certainly haven’t enhanced my bottom line.

So how do you deal with those distractions?

May I suggest a few options, none of which work exceptionally well for me.

Take a “brain break.” Just like when you take a break to stretch your legs and/or use the restroom. Most people tend to observe a time limit on those breaks. Take a ten-minute brain break, and give your brain some exercise. I enjoy mentalfloss.com for breaks like this, but be warned: this wonderful trivia site will cause you to violate your self-imposed time limits.

Keep a “Distraction To-Do List.” Jot down the random thoughts and questions that arise that you might to revisit at a more opportune time. So when you wonder who that was that played organ on that one Eric Clapton song (those are the kind of questions I have: not the guitarists, like the rest of my friends), write it down in a notebook and return to it later. Another warning: if you look at other questions after you write down the new one, you’ll be off on a new tangent.

Take a break from the distraction. Perhaps this bears explanation. When you find distracting thoughts creeping in, perhaps that is the time to take your bathroom break. Sometimes you’ll return ready to get back to business. Or not. But it can be worth it at times to try to distract yourself back from your distraction. Really.

Finally the obvious one. Shut down the tabs that distract you at work, like your e-mail. Seriously. That only needs to be checked twice a day, max.
Find some good neutral music that won’t make you start wondering about other things. Personally, I find Baroque music good for this. Composers such as Telemann, Corelli and others of their period are almost like “generic classical music.” Vivaldi started composing pieces that sound more distinct, and thus more distracting.[2] These Baroque pieces also create momentum. They will get into your subconscious and keep you moving forward as you work.

The bottom line, in my mind, is that avoiding distractions takes self-discipline. Often more self-discipline than I have. So sometimes I just have to give in and enjoy a good distraction. Mind you, I am referring to intellectual distraction, productive distraction, exploring ideas and questions. I’m not suggesting a Facebook or Snapchat binge. These are counterproductive, and often a Facebook binge leads to additional distractions.

For example, on Foghat’s fan page when they post Mott the Hoople’s classic tune “All the Way from Memphis” and you start wondering what ever happened to Mott the Hoople?

But I will have to continue this later: I’ve become distracted …

A good leader manages distractions well.

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DISCLOSURE: Although I am an avid reader and have subscribed to Mental_Floss for many years, I have no financial interest in the company.

[1] Google these. They are great tools. But remember that Eisenhower beat Covey to the punch.

[2] Yes I said that. I know I have just offended the one reader who adores Telemann and can tell his Tafelmusik from a Concerto.

When a committee of volunteers falls short of expectations, it is frequently because they lack adequate training.

There are many organizations that rely heavily on the work of volunteers to carry out the goals and functions of the organization. In fact, many of us receive our first lessons in leadership as volunteers in some type of organization.

When an individual volunteers, or is asked to serve, it is usually assumed that he or she understands the ideals and goals of the organization and is willing to support them. Occasionally a handbook or guidebook is given along with a hearty “thank you for serving,” then they go to work. And we see varying degrees of success (or failure).

I have served in organizations where individuals, or sometimes entire committees, were not measuring up to the goals of the organization, despite their best efforts. Common practice dictates that when this is identified, it is time to change out committee members or chairs, or in extreme cases, disband entire committees. Their responsibilities might then be given to someone who is “better equipped” to get the job done.[1]

You may have seen this in your own volunteer service.

There is something wrong with this picture. Very wrong. Common practice is not necessarily best practice. You wouldn’t buy a new car and hand the keys to your sixteen-year-old without providing some serious training first.

If a volunteer or a committee is failing to do its job, then there is a leadership failure somewhere. Not just the committee chairs, but the leaders who oversee the committees, have failed if a committee is not functioning as it should.

I believe that the following is important to a new volunteer, or even an experienced volunteer who is serving in a new role.

Proper orientation. Assure that the mission, vision, and goals for the organization and the committee are understood. Ensure that the volunteer is aware of the organizational culture and history and understands his or her place within the organization.

Job-specific training. A volunteer should understand his or her role in their particular committee. Never assume that because they volunteered, they already get it. Many positions and assignments have what are disparagingly called “oh-by-the-way” responsibilities. In a well-run organization, volunteers should understand what their positions entail before accepting the responsibility. This should be made clear at the outset. All too often, an “oh-by-the-way” is made known only after a failure.

Outline expectations. The training should include explaining any expectations that come with the position. What is required of the member? How will it be measured? How often is performance evaluated?

Mentoring. Just because a committee has experienced members as well as new people, it should never be assumed that mentoring will occur. Yes, many individuals will take this on by themselves, but this should be assigned by the chair, who should try to identify the best members to mentor a new member.

Empowerment. The new volunteer should feel empowered to speak and to act as a part of his or her assignment. Frequently those with less experience hesitate to share new ideas or seek clarification out of respect to those who are “wiser and more experienced.” That should not be a part of any organization’s culture.

Follow-up. It takes a few meetings or a few assignments to get a grasp on the assignment. Questions don’t often arise until after the volunteer has been involved for a time. Make sure that a respected and experienced member is assigned to provide the follow-up and address the questions.

Re-train as necessary. Inoculations require periodic boosters in order to provide effective coverage. They are not good for a lifetime. In the same way, we should provide training boosters as frequently as needed.

Naturally, training requires time and resources. It requires raising the organization to a higher level. Some leaders are better qualified than others to provide this training. In any organization, all will come with their own gifts and abilities. It is incumbent upon those vested with the leadership authority to ensure that skills and talents are developed and utilized, not only for the benefit of the organization, but for the benefit of the individuals who volunteer.

A good leader of volunteers does not set his people up for failure: a good leader sets clear expectations and enables his volunteers to achieve them.

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[1] I will admit that there are cases where a committee has performed its designated function or outlived its usefulness and should be disbanded. Sometimes this should also occur due to fiscal concerns. But in my opinion, it should never happen simply because there is a perception of poor performance.

There is a great deal of attention given to the terms “formative assessments” and “summative assessments” in education circles. “Feedback” is sometimes substituted for “assessment,” but the principle doesn’t change.

Let me illustrate with something familiar to most of us. When we fly from airport A to airport B, we note that the pilot gets us there safely and mostly on time, which we appreciate. Our recognition of the pilot’s achievement is the summative feedback: we are grading his overall performance based on the end result.

We are not frequently aware that even on the short flights, the pilot is continually changing course: adjusting the altitude or the direction of the plane. The plane commonly veers off course due to atmospheric conditions, but based on feedback from instruments, the co-pilot and air traffic control, the pilot brings the plane back on course and lands it safely.

We don’t berate the pilot because he deviated from his planned course a dozen times or more; we praise him because he made corrections and got us to our collective destination. This is formative feedback: the intermediate evaluations that individually are low-stakes evaluations, but together, they produce a significant result.

In many organizations, an annual review is customary. In some of those organizations, this may be the only assessment that an employee receives from his leader. What a shock it can be to feel that one is on course all year, only to find that a five-degree course deviation eight months ago led to being significantly off course. Now a major correction is needed (unless a crash has already occurred) in order to return back to the planned path. Had intermediate feedback been given early on, the correction would have been more comfortable and less noticeable.

How can a leader give a beneficial formative assessment?

The core of formative feedback for the employee consists of three elements, which can be expressed in three questions:

Where are you right now?

The employee must have a sense of his destination. Expectations should be clarified, as well as checkpoints.

Where do you need to be right now?

As above, if clear expectations are given, the employee should already know if he or she is off course.

How can you (or we) close the gap between the two?

Very often an individual readily recognizes that he or she is off course, but has no idea how to return to the planned path, or must be encouraged to make the correction. This may be the good leader’s most important task!

The desired assessment should occur at three levels:

Self-assessment

The leader should empower the employee with the necessary tools and training to self-evaluate. I previously wrote about the Dunning Kruger Effect, which describes the need for an individual to reach a certain level of knowledge and skill in order to properly evaluate their own performance (or others’ performance).

If the leader doesn’t recognize this, then he is failing as a leader. We cannot expect excellence if we do not train for it.

Peer assessment

In team efforts, the employee should be able to turn to a colleague for a meaningful formative assessment. Again, this requires that both individuals have the necessary tools. Empowering the team is particularly critical to the success of peer assessments. They must know that this is acceptable. In a sense, this empowerment is a delegation of authority to all involved, and relieves the leader/manager of a portion of his burden.

Leader (manager) assessment

Finally, the leader assesses. If the team has a proper understanding of the tasks being evaluated and the intended results, this assessment will confirm the judgment of the individual and their peers. This can be a powerful morale builder for everyone. It also becomes a checkpoint for the leader to assess his efficacy in directing the project.

Of course, all of this necessitates that the leader have a presence among his team. The principle of MBWA (management by walking around) lends itself well to providing formative feedback. If a leader remains isolated and doesn’t offer correction until disaster strikes, then trust, confidence and morale will be undermined.

I am not suggesting that the leader micromanage. This is not desirable. But the leader should train, empower and monitor personally in order to see that his team reaches their desired destination; that they achieve their individual, team and organizational goals.

A good leader will provide frequent navigational assistance to his team because he wants to see them reach their destination safely.

There are many inspirational stories circulating around the internet. Some of them are true; others we hope are true. The following is a summary of one that is true, and may touch the hearts of the most hardened leaders. Thanks to Jemma Garraghan on the Why Lead Now blog for this summary.

Leaders, look inward for the lessons to be learned from this story. I cannot share all the insights you may gain from reading this and pondering it. But I invite you to share any good insights you may have gained.

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One day, a teacher asked her students to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then she told them to think of the nicest thing they could say about each of their classmates and write it down.

It took the remainder of the class period to finish their assignment, and as the students left the room, each one handed in the papers.

That Saturday, the teacher wrote down the name of each student on a separate sheet of paper, and listed what everyone else had said about that individual.

On Monday she gave each student his or her list.

Before long, the entire class was smiling. “Really?” she heard whispered. “I never knew that I meant anything to anyone!” and, “I didn’t know others liked me so much,” were most of the comments.

No one ever mentioned those papers in class again. The teacher never found out if they discussed them after class or with their parents, but it didn’t matter. The exercise had accomplished its purpose. The students were happy with themselves and one another.

That group of students moved on.

Several years later, one of the students was killed in Vietnam and his teacher attended the funeral of that student. She had never seen a serviceman in a military coffin before. He looked so handsome, so mature. The church was packed with his friends. One by one those who loved him took a last walk by the coffin. The teacher was the last one to bless the coffin.

As she stood there, one of the soldiers who acted as pallbearer came up to her. “Were you Mark’s math teacher?” he asked. She nodded: “Yes.” Then he said: “Mark talked about you a lot.”

After the funeral, most of Mark’s former classmates went together to lunch. Mark’s mother and father were also there, wanting to speak with his teacher. “We want to show you something,” his father said, taking a wallet out of his pocket. “They found this on Mark when he was killed. We thought you might recognize it.”

Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times.

The teacher knew without looking that the papers were the ones on which she had listed all the good things each of Mark’s classmates had said about him.

“Thank you so much for doing that,” Mark’s mother said. “As you can see, Mark treasured it.”

All of Mark’s former classmates started to gather around. Charlie smiled rather sheepishly and said, “I still have my list. It’s in the top drawer of my desk at home.”

Chuck’s wife said, “Chuck asked me to put his in our wedding album.”

“I have mine too,” Marilyn said. “It’s in my diary”

Then Vicki, another classmate, reached into her pocketbook, took out her wallet and showed her worn and frazzled list to the group. “I carry this with me at all times,” Vicki said. Without batting an eyelash, she continued, “I think we all saved our lists.”

Tears rolled down the eyes of the humble teacher. We encounter so many people in our lives, and it’s a precious joy to see the good in all those journeys.

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Please note that this is not a call for mindless positive thinking. You don’t need to hold hands and sing Kum Ba Ya in your meetings. That has no place in the real world. Instead, it is a reminder that we cannot lift our teams by putting the members down.

Yes, there are times when correction is needed, but it can usually be given with love. Yes, I really said that. Love is a foundational principle of Steve Farber’s Radical LEAP (that’s Love, Energy, Audacity and Proof). Moreover, it is our team members who produce our bottom lines. Do we show them that we value their contributions? Where do our priorities lie?

And now for the homework. If you gained any leadership insights from this story, take some time to determine how you will apply them. And then go to work and sincerely share the love. As in Sister Helen’s story, the changes may not be immediately apparent, but you will reap benefits.

I am of the opinion that the presidential election process goes on far too long. But that is not the topic of these posts.

As I listened to the discussions about the “debates,” it occurred to me that there are two questions I would like to ask each candidate. First: “Who are you?” “Do you have a sense of identity?” “What is it that makes you tick?” “Who is the real you?” And second, “Do you understand and intend to support and live by the bylaws of the organization (i.e. the Constitution of the United States of America)?” “How have you demonstrated that support up to this moment?”

Since these are two very distinct topics, I propose to address them separately. This will deal with the second questions. The first, published previously, is called Your Leadership Compass.

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A good leader knows the guidelines and rules that govern his organization.

Every organization should have written guidelines. Most of my leadership experience is in the non-profit sector. Non-profits are required by law to have a set of bylaws, which are guiding principles for the management of the organization. The same is true for corporations and many other organizations.

The bylaws or handbook describe how the organization runs, how it is organized, and may include policies and procedures for the organization. It describes the responsibilities of leaders and the various levels, the responsibilities of members, and may describe the steps necessary to becoming a leader.

Best practices dictate that these documents be in place, readily accessible, and followed. The law also has something to say about this. Whether it is a handbook or a set of bylaws, an organization needs to have some written principles to guide its operations. The bylaws should be available to anyone with a vested interest in the operation of the organization.

The leader is expected to set the standards: he or she must understand and follow the bylaws. He or she should take the lead in respecting the bylaws and encouraging others to do the same.

And if a leader at any level consistently ignores the bylaws, he or she should be removed from his or her position. Through methods described in the bylaws, of course. Failure to enforce the rules leads to confusion and catastrophe.

A good citizen is aware that our Founding Documents, the Declaration of Independence and the Constitution contain the bylaws for the leaders of the nation. We have not outgrown these documents, nor can I remember a vote by the citizens to do away with them. Is it unreasonable to expect our leaders to follow them?

A good leader knows the rules, and does his or her best to play by the rules.

I am of the opinion that the presidential election process goes on far too long. But that is not the topic of these posts.

As I listened to the discussions about the “debates,” it occurred to me that there are two questions I would like to ask each candidate. First: “Who are you?” “Do you have a sense of identity?” “What is it that makes you tick?” “Who is the real you?” And second, “Do you understand and intend to support and live by the bylaws of the organization (i.e. the Constitution of the United States of America)?” “How have you demonstrated that support up to this moment?”

Since these are two very distinct topics, I propose to address them separately. This will deal with first questions. The second, To Form a More Perfect Union?, will follow in the next few days.

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A good leader has a sense of identity. That identity is a rock-solid foundation for the leader’s thoughts and actions.

Skilled mariners, both in sea and in sky, learn to chart a course using map and compass and other important instruments. They learn to find true north to guide them in their journey, and they learn to rely on other landmarks as well.

In a similar fashion, a leader should know how to find his way, even in the midst of storms and chaos. If a leader has no sense of his true direction, he will be unable to chart a course that will lead his organization to safety. Without that sense of direction, he will simply be at the mercy of the winds and currents, driven by external forces.

In a ship, this loss of direction usually leads to disaster. It is no different in an organization that has lost its way.

If a leader wants to be able to guide his team through the storms that organizations and businesses will inevitably encounter, he must have a true north, an undeviating set of principles and values to direct him. When times are tough, the leader’s internal compass or GPS must be able to detect that true north consistently.

This holds true for all leaders, whether they are leading a small business, a large corporation, a volunteer organization, family, or a nation. It is impossible to stand firm if one does not know where he stands. True leadership must begin with a firm, reliable foundation.

So I would ask each of the presidential candidates to give me a straight answer. What are the undeviating principles that you have built your life on? Can you define them? Are you true to them? Will you continue to be true to them?

My guess is that few of them can give a direct answer to such questions. If that is the case, they are unfit to lead on any level. If one cannot provide a straight answer to questions about character, it would be unrealistic to expect straight leadership.

A good leader has a fixed, constant guiding star, and knows how to navigate by it.

Disasters, either natural or man-made, pose a year-round threat to most of us. A good leader will prepare for the unexpected in order to be ready to guide his team through a disaster.

Potential disasters will vary from one region to another. In my area, the greatest threat is posed by earthquakes or human-caused disasters. Wildfires and flash flooding are also potential threats. Hurricanes and ice storms are highly unlikely for us. While we can’t adequately prepare for every possible disaster, we can take basic steps to ensure that we are ready.

There a several steps a good leader can take to help his team be prepared.

Plan

A leader must have a general emergency plan in place. In 30 years, I have experienced two significant earthquakes while at work. This taught me what I need to do if it happens again. Risk assessment is important. I have surveyed each office I have worked in so that I knew the best exit routes and how far from the building I needed to be in order to be safe. This included surveying for overhead power lines and other potential hazards. You don’t want to walk from one hazard into another one. I have rehearsed the process in my mind, but I didn’t stop there.

2. Train

It is important to make sure that your team understands expectations and how to act in an emergency. There will also be concerns specific to each type of team or business.

You will all need to keep your cool and be of assistance to visitors and others who are onsite. Knowing evacuation routes and meeting places is critical. It is also important to know when not to evacuate.

One example: I work next to a major railway freight line. One of our possible concerns is a derailment with hazardous materials. We cannot evacuate if there is a hazardous material concern outside, unless the building itself is in danger.

3. Delegate assignments

Each team member should have a responsibility. For example, someone can take charge of inspecting your facility for potential hazards. Someone can monitor expiration dates on emergency supplies. Someone has to take the lead during an evacuation. Someone could grab the first-aid kit or a “go-bag” on their way out. And someone needs to be designated as the last one out. And don’t forget those who will need assistance.

These responsibilities as well as others that you may identify should be assigned and understood. Even as a dentist and a faculty member, I have a specific emergency responsibility in our clinic. And people respect this uniform!

4. Prepare supplies

When we think about supplies, first aid supplies come to mind first. But other items will assist our team as well. A supply of emergency food and water may be beneficial. A set of clothing and sturdy walking shoes in a small duffel bag can be beneficial if you and your team dress professionally.

5. Regularly update information and training

The prepared leader will have contact information for his or her entire team, and for their family members or significant others. Contact information should include various media types, e.g. email addresses, cell numbers, even social media info. In a pinch, you want to have all the possibilities covered. Communication during and after the emergency is critical.

Think about this: some disasters will occur while we are not at work. It may become important to contact your team to tell them not to come to work in some situations.

Remember also that training is not a one-time event. A good leader will set aside time to retrain and refresh skills, as well as to bring new team members up to speed.

A good leader will ensure that he and his team are ready to face a disaster. And we should think about more than just the human element. What about data backups and important documents? If you plan ahead and make use of available resources, you will be able to face an emergency with confidence.

Please note that this is meant to be an overview only. Due the variations in leadership situations, businesses, geographic locations and potential disasters, I cannot cover all the possibilities. You must make relevant preparations for your own situation. For more information, checklists, and training materials, see ready.gov, or websites for your state, province, or local disaster agencies or the Red Cross. British Columbia has an outstanding website for my Canadian friends. There are also many commercial entities who can provide helpful resources for your preparedness needs.

Language has the power to influence thoughts and actions. The words we use to describe things—to ourselves and others—affects how we and they think and act.

This is a lesson that we should always keep in mind. Either as leaders or as followers, and particularly as parents, our words make a difference.

Words are especially influential when repeated. Repetition forms patterns that become locked into our long-term memory. The Dutch have a saying “herhaling is de toverkracht van de reclame,” which translates loosely as “repetition is the magic power of advertising.” This is a powerful statement. I can still recall many ads from the 60’s and 70’s, when ads were well-written and the dialog and the music were original and focused. This is because of repetition that occurred. Repetition gives ideas staying power.

I also recall many things that were repeated to me over the years, seriously and in jest, both positive and negative. They are etched in my memory. And I can think of some leaders and supervisors who simply dwelt on the negative. They utilized a reverse-sandwich technique in giving criticism. Their failure messages still resound in my head.

The lesson for leaders is that some things bear repeating; others should not be repeated.

Disapproval is far more powerful than approval. It is also more common.

If you have to continually repeat criticisms, maybe you need to take another look at yourself. You are probably an ineffective leader, and it is certain that what you are doing isn’t working. More often than not, the underperforming individual needs some coaching and encouragement, and then he or she will begin to improve.

It should also be taboo to repeat complaints. Complaints suck the energy out of a team. They create apprehension and stifle creativity.

As a leader, the things you should be repeating are encouragement, sincere praise and thanks. And if you must repeat anything else, why not repeat solutions and visions? The failure messages have to go. Your repeated phrases should be validating and serve to guide the individual down the desired path, with a vision of the intended destination.

Repeated criticism and complaints become like the drone note in some musical styles. Are you familiar with the drone note? I believe the drone is one of the main reasons that people don’t like listening to bagpipes. If you drone on and on, people won’t like listening to you, either.

A great leader is at home on the range, where seldom is heard a discouraging word.

[1] Photo from Kathleen M. Isabell, who notes: A helpful Exit sign on I-94 in western North Dakota directs the deer and the antelope to where they are supposed to play. There are no services at this exit. – See more at: http://www.roadsideamerica.com/tip/8443#sthash.vxgpNZG7.dpuf . There is actually a rehab center at this exit, not an attraction. So where do the deer and the antelope go to play?